Traditional Education Practices for Māori Tamariki.

When considering the insights from the reading "Māori pedagogies: A view from the literature" by Hemara (2000), we can discern significant changes in how Māori children are taught today compared to historical practices.

In this reading, we gain a deeper understanding from Maori whakapapa about the essential education of spiritual and cultural beliefs/ways before and during the nineteenth century for Maori tamariki. Tamariki were highly valued members within the iwi, seen as the future of their whakapapa.  We are given an insight from the narrator on how the tamariki were prepared for their roles within their iwi from the time of conception and throughout childhood. Maori Tamariki were nurtured with endearment and gentleness while encouraged to defend themselves and the mana of their iwi. 

It was essential that the tamariki were positively encouraged to learn the ways of the iwi, assimilating skills through play, imitation, exploration, and involvement that would prepare them for the various responsibilities of adulthood. An example of this is given when Reverend Marsden witnessed tamariki attending important hui, where they were motivated to give their opinions and ideas which would be acknowledged and listened to sincerely. The narrator explains how whanau would transfer necessary knowledge to tamariki of how to build, plant, and weave, where to hunt, forage, and fish, and how to navigate the sky and ocean. More important, was the learning of their whakapapa, which was fundamental for all Maori to know.

As tamariki grew older, they would attend various forms of whare wananga, where they would gain a deeper knowledge of various subjects, solidifying what they have learned throughout their upbringing. Boys who were of higher status and intelligence, however, attended a different whare wananga where they would be educated on the entirety of their tikanga, whakapapa, and whanaungatanga, preparing them for their role as tohunga.

It is through this reading, that I have learned that the spiritual, physical, and intellectual knowledge that was gifted to all tamariki through their upbringing made them purposeful members of their iwi. They fulfilled the roles that were pre-planned from their conception, bringing mana to them, their whanau and whakapapa. 

In contrast, today's education system for Māori children reflects a blend of traditional Māori pedagogies and contemporary educational practices. While there is still an emphasis on cultural and spiritual learning, modern schooling also incorporates standard academic subjects mandated by the national curriculum. Additionally, efforts are made to integrate Te Reo Māori (Māori language) and tikanga Māori (Māori customs and traditions) into mainstream education.

However, realities for Māori children in mainstream schooling today are complex and multifaceted, influenced by historical, social, and systemic factors. Many Māori tamariki experience a sense of cultural disconnection within mainstream schooling environments. This disconnection may stem from a lack of representation of Māori culture, language, and perspectives in the curriculum, as well as a failure to acknowledge and validate their cultural identities. Our Māori tamariki continue to face many educational disparities compared to their non-Māori peers. Unfortunately, this includes lower academic achievement, higher rates of truancy and exclusion, and lower rates of participation in higher education. These disparities are influenced by factors such as socioeconomic status, access to quality education, and systemic biases within the education system.

The cultural competency of teachers varies widely within mainstream schooling. While some teachers demonstrate an understanding and appreciation of Māori culture and language, others may lack the knowledge, skills, and confidence to effectively support Māori children in their learning journey. This can contribute to feelings of alienation and marginalisation among our Māori students.

Despite these challenges, there is a growing recognition of the importance of Māori perspectives and knowledge within the education system, with initiatives aimed at revitalising Māori culture through positive initiatives aimed at supporting Māori tamariki in mainstream schooling. This includes the incorporation of Te Reo Māori and Tikanga Māori and the Aotearoa New Zealand Histories into the NZ curriculum. These efforts help to create more inclusive and supportive learning environments for our Māori tamariki.

Overall, the realities for Māori children in mainstream schooling today reflect a complex interplay of historical, social, and systemic factors. While progress has been made in some areas, there is still much work to be done to ensure that Māori tamariki receive equitable and culturally responsive education that recognizes and celebrates their identities and aspirations.

I am inspired to educate the children in my class by encouraging a connection to their culture while helping them acquire essential skills through play, imitation, exploration, and active participation. My goal is to prepare them for the diverse responsibilities of modern adulthood while also instilling a sense of mana within themselves, their families, and their ancestral heritage, just as it did for their predecessors.

Resource:

Hemara, W. (2000). Māori pedagogies: A view from the literature, pp. 9 - 21. Wellington, New Zealand: New Zealand Council for Educational Research.